第一篇：unit1 一單元教案

EEC版三年級英語上冊教案 Lesson1 EEC版上冊（三年級）Lesson1 What’s your name? 字母教學

教學目標與要求：

字母教學包括26個字母的讀音、字母的辨認和字母的書寫三項內容。小學英語字母教學的目標是在教師的指導下，讓學生達到能辨認字母的音和形，能讀準字母，能按正確的筆順和規格書寫，能按順序背誦和默寫字母，同時能初步掌握字母在單詞中的發音，為進一步學習單詞的讀音和拼讀打下基礎。

教學意義：

語音、語法、詞匯是語言的三大要素。字母是語音、詞匯的基礎，因而也是整個小學英語教學的基礎。英語26個字母是記錄語言的文字符號，是英語文字的最小書寫單位，英語利用這26個字母拼寫一切的詞。英語26個字母的名稱音中包含了英語48個音素中的24個音素，占全部英語音素的一半。在小學英語教學中，字母教學是入門階段一項重要的教學內容，是培養學生英語素質的奠基工程。教學中，字母的教學意義重大，它是英語學習的開端，對于激發學生的學習積極性、智力開發，培養良好的聽說讀寫的學習習慣，為學生進一步學習音標、單詞、句子、課文，提高學生語言能力，為學生終身學習打下良好的基礎都具有重要的意義。

教學步驟與實施建議：

1、學習字母的讀音（1）聽音

聽音是模仿的第一步，是模仿的基礎。先聽音，后開口，聽清發準，是字母教學的基本步驟，也是字母教學的根本方法。因為聽的質量直接影響模仿的效果，所以教師在將字母的發音時一定要示范正確、清楚，語速要掌握好，可以先慢速，待學生掌握后，再用正常的速度示范發音。對于一些較難發音的字母，教師要適當地講解字母的口型、舌位，發音的要領，發音的方法和技巧。教師在示范時還先應提出要求，要讓學生反復靜聽，邊聽邊注意老師的口形，并在心中模仿，為正確的發音打基礎。要避免學生急于開口的心理，幫助學生掌握正確的學習策略，養成良好的學習習慣。

（2）模仿

模仿發音是學習字母的最基本有效的方法，是檢測學生是否掌握準確的最好方法。教師在讓學生模仿的時候要采用活潑的形式、直觀形象的比喻，實物，圖片，并且借助手勢，動作等幫助學生發好音。要讓學生反復，大量的實踐。

2、字母在單詞中的發音

學生學好字母，對學習語音和單詞大有幫助。在講字母時，滲透字母在單詞中的一般發音規律，自然拼讀規則，使學生逐漸了解每個字母在單詞中都有他們各自的讀音。為今后拼讀單詞、記憶單詞打下良好的基礎。

3、學習字母的書寫

書寫教學一開始就要嚴格要求，并且培養學生良好的書寫習慣。教師在講解時應注意： 講解過程中讓學生認真觀察字母的筆順，起筆和落筆，幾筆寫成，占幾格，然后才讓學

生模仿和操練。還要注意檢查和評價相結合。檢查學生的書寫是否按照字母的筆順和字

母在四線格中應占的位置書寫。字母的大小、寬窄是否協調和諧。間隔是否均勻、適當。

培養學生正確的書寫習慣，包括寫字的姿勢，放紙的位置等。

4、字母教學活動：

（1）象形字母：出示一些與字母相象的圖案或實物，讓學生用想象力去辨認，看看像什么字母。例如：

教師準備：與字母相象的圖案或實物

學生準備：讓學生將與字母相象的圖案或物品帶到學校，同學們相互猜。

（2）手指字母：用手，手指以及身體組合類似字母的形狀，讓大家猜。培養學生的想象和 表演能力。

（3）字母撲克和點名游戲：每個字母制作相同的兩張牌，52張牌。A最小Z最大。具體的玩法參照撲克的打法，讓學生讀出字母的發音。一般適合2—6人玩。還可以利用這52張牌做點名游戲，比反應，熟練掌握字母的發音和形狀。52張字母牌打亂之后，學生每人抽去一張，字母為學生的姓名，教師點字母名，持卡者回答Here I am.出錯或慢者被收去卡片。堅持到規定時間為勝。教師準備：制作52字母撲克卡片

學生準備：在家制作相同的字母撲克，平時可以同學之間玩。

（4）不同材料的字母：讓學生用繩子，珠子，石子或鐵絲等物品組成各種字母。教師準備：繩子，珠子，石子或鐵絲等材料。學生準備：繩子，珠子，石子或鐵絲等材料。

（5）字母抽象畫：看圖，找出所藏的大小寫字母，還可以讓學生用大小寫字母自創一副

圖，與同桌找字母。

教師準備：準備有字母的抽象圖。

學生準備：查找或自創有字母的抽象圖。

課文教學：

教學內容分析：

課文內容： Hello, what’s your name ? Hi, my name’s Tutu.I’m Jack./I’m Lisa.Come here.Ok , mom.Good night.Good night.本節課是三年級起點的第一課，對于初學英語的孩子們來說，這節課很重要。因為第一次接觸英語，孩子們一定會很感興趣，也很好奇，如果在英語課堂上讓孩子們感到輕松，有趣，好學，易學的話，會激發學生對英語濃厚的興趣，建立自 信心，為今后英語的自主學習奠定堅實基礎。教學目標和要求：

認識課文中的人物姓名。要求學生見面時會用英語問候和道別。懂得如何詢問對方的名字和進行自我介紹。晚上道別時會使用英語說晚安。培養學生對英語的良好感知能力，逐漸養成好的聽，說，讀，寫的好習慣。

課前準備：

教師準備：故事人物圖片，磁帶，名字卡片，字母卡片，貼有名字的小球，字母拼圖卡，故事人物的頭飾。

學生準備：課本，練習本。教學步驟與教學建議：

一、Warm up 1.Greeting 可參考下面方法和學生開始語言的學習（可以在推開門的時候，邊揮手邊用”hello, hi” 和學生打招呼。然后轉身出門說，”Goodbye!”這樣反復幾次，學生便理解如何問候和道別了，他們會在第三次之后學會模仿著老師說，而且運用此種方法會極大地引起學生的學習的好奇心，增強了趣味性，在學生驚訝，疑惑，想象和模仿的過程開始第一節課。然后再示范發音，做動作，幫助學生理解意思并糾正他們的發音。）

2．Introduce yourself 介紹自己的名字My name is Mary.I’m Mary.出示名字卡片Mary.貼到自己身上。反復讀自己的名字讓學生記住老師的名字，引導學生和老師用英語打招呼。

二、New lesson: 1.New words: name what is my your Know the name: Tutu Jack Lisa Mom 2.Sentences: What’s your name? My name is.../I’m...三、Practice: 1．聽錄音介紹故事里的人物Tutu Jack Lisa Mom 2．機械練習：What’s your name? My name is.../I’m...Chant游戲“shu bi ,du bi , ba ba ba, shu bi ,du bi , ba ba ba, what’s your name ? My name ’s...”

3意義練習： 用故事里人物的名字和自己的名字做練習。4．游戲：“跳字母橋，說hello, 找名字”

教師在教室的地板上放兩組字母橋，用學過的字母拼圖成小橋。在小橋的終點處各放上一個裝有名字的小球。教師站在小橋的中間，兩組任意選兩名學生參加游戲，邊讀字母橋上的字母，邊向終點跳，最先到達終點的學生和老師擊掌說Hello，即可得到一個有名字的小球。最后看哪個小組獲得的名字小球最多即可獲勝。老師便將這個名字送給獲勝的同學。5．角色扮演

（1）聽錄音，模仿錄音。

（2）小組練習，分角色扮演Tutu, Jack, Lisa（3）用頭飾匯報表演。

四、反饋

小記者調查活動：每組選出兩名學生當小記者（8人），到組里調查其他人的名字，記錄到紙上。采訪的人數多的那一個小組獲得勝利。

第二篇：必修一Unit1 Friendship教案

Unit 1 Friendship Teaching goals:

*語言知識

1.to talk about friends and friendship, and interpersonal relationship 2.to practise expressing attitudes, agreement and disagreement, and certainty 3.to master some sentences about giving advice 4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions 5.to learn about communication skills

*語言技能和學習策略

1.to develop listening skills by doing exercises in listening task 2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice 3.to develop reading skills through the reading materials in this unit 4.to learn to write a letter of advice

*文化意識

1.to know about friend and the real meaning of friend 2.to learn how to get along with others

*情感態度

1.to arouse the interest in learning English 激發學習英語的興趣

2.to learn to express their feeling of friends and friendship

學會如何用英文表達學生對朋友以及友誼的感受

Teaching key points: 教學重點

1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions 3.master some words and expressions Teaching difficult points:教學難點

1.train the students’ speaking, listening, reading and writing abilities 2.how to improve students’ cooperating abilities

Teaching methods: 教學策略

Student-focus approach and task-based approach Learning methods: 學習策略 Cooperative study Teaching aids: 教學目標 Computer

The First Period(Warming up &Speaking)Teaching aims: 教學目標

1.to know about different kinds of friendship 要知道不同類型的友誼

2.to learn some words of describing friend and friendship 學會一些形容朋友和友誼的單詞

3.to master some useful words and expressions 掌握一些有用的單詞和語句 4.Teaching methods: 1.discussing

2.cooperative learning Teaching materials: Warming up Teaching procedures: Step One: Leading-in 1.Free talk: Something about friend and friendship Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have?

Step Two: Discussion

1.Writing the following statement on the blackboard We all agree that to have a good friend , you need to be a good friend.2.Ask the Ss: What do you think of this statement and how can you be a good friend? Let the Ss express their views 3.Have the Ss get into groups of four to list some qualities of a person they would like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent… 4.Have a member of each group report on what their lists have and list them on the blackboard 5.Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each item Question 1 deal with how thoughtful you are towards others.The scoring reflects your concern for others.So one point for A gets the lowest score because it is the most selfish response.B get the highest score because it show a concern for your friend as well as your wish to go to see a film.C gets a slightly lower score because although it shows you want to go with your friend(because you change the plan), you do not help your friend.Question 2 is concerned with fairness.A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again.This shows kindness and forgiveness or the trouble you had when it was returned broken.But you are not balancing his heeds against your own.That is why C gets the highest score.You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.Question 3 deals with your concern for others.A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend.This is not responsible.You have things that you need to do.Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too.But it does not show any real interest in his / her problem.C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend.A provides the correct amount of responsibility to your friend.You recognize that it was your fault and will put it right and pay for the damage.So it gets the highest score.B provides some understanding that you are responsible.You put the situation right but you do not pay for the damage yourself.So it does not get the highest score.C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty.If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks.But it takes courage to tell your friend that they should have studied and that they cannot look at your paper.That is also the honest answer.So you get 6 points for B, which is more than any other in the quiz.Step Four: Language points Teacher explain language points with some slides 1.add v.1)to put together with something else so as to increase the number, size, importance, etc.增加，添加

eg.Please add something to what I’ve said, John.2)to join numbers, amount, etc so as to find the total eg.Add up these figure for me, please.常用結構：

add up / together sth.把…加起來，合計 add sth.to sth.把…加到/進 add to(=increase)增加了… add up to 合計，共計 add in 包括…，算進

2.pay to get it repaired

花錢讓人去修理

3.upset

adj.worred;annoyed 不安的；使心煩意亂的

v.cause to worry, to be sad, to be angry, not to be calm, etc.使不安；使心煩意亂

eg.He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt.to pay no attention to sth.忽視；對…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.無知的；不知的 ignorance n.無知；愚昧 5.calm

vt.to make sth./ sb.become quiet 使鎮靜；使平靜

adj.not excited, nervous or upset 鎮靜的；沉著的

calm down 鎮靜；平靜

calm down sb.=calm sb.Down

使某人鎮靜 sb.calm down(vi.)

某人平靜下來 eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口語)=have to do sth.不得不做某事；必須做某事 eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在變疑問句或否定句時，不再另加助動詞，而have to則須加助動詞do.have got to前不用情態動詞，而have to前則可以。如： eg.Have you got to writ an assignment for your teacher? 7.be concerned about / for : be worried about eg.We’re all concerned about her safety.8.cheat

vt.1)to act in a dishonest way in order to win

欺騙；作弊 eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 騙；騙取

eg.They cheated the old woman(out)of her money by making her sign a document she didn’t understand.n.1)an act of cheating

作弊行為

2)one who cheats

騙子

Step Five: Speaking 1.Get the Ss to work in groups of 4.2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.3.Follow the steps in this part and start the discussion like this: A: Now let us design a questionnaire to find out what kind of friend one is.B: OK.First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind? D: Suppose your friend has taken away your book by mistake.What will you do or say to him / her? …

4.Teacher go around in the classroom and check their discussion.Step Six: Assignments 1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have? 2.Prepare for Reading

第三篇：高一英語必修必修一unit1教案

Unit

1Addv.增加

1.He added some wood to increase the fire.他加了一些木柴，使火旺些。

2.If you add 4 to 5, you get 9.四加五等于九。

3.Add up all the money I owe you.把我應付你的錢都加在一起。

add upadd up toadd… to…add to

Upseta.煩亂的,不高興v.顛覆,推翻,擾亂,使心煩意亂,使不舒服

1.He has an upset stomach.他胃不舒服。

2.The news quite upset him.這消息使他心煩意亂。

Ignorev.不顧,不理,忽視

1.I said hello to her, but she ignored me completely!我向她打招呼, 可她根本不理我!

2.I can't ignore his rudeness any longer.他粗暴無禮, 我再也不能不聞不問了。

Calmn.平穩,風平浪靜a.平靜的,冷靜的v.平靜下來,鎮靜

1.It was a beautiful morning, calm and serene.那是一個寧靜、明媚的早晨。

2.You should keep calm even in face of danger.即使面臨危險，你也應當保持鎮靜。

3.Have a brandy it'll help to calm you(down).來點兒白蘭地--能使你靜下來。

calm downvt.平靜下來(鎮定下來)

1.His rage was soon calmed down by the rustic peace.鄉村的寧靜很快就使他的怒氣平靜下來。

2.I told myself to calm down.我告誡自己要冷靜下來。

have got toconj.不得不(必須)

1.You may not like him, but you have got to admire his persistence.你可以不喜歡他，但你不得不佩服他那種堅忍不拔的精神。

2.I couldn't have got to the meeting on time--unless I had caught an earlier train.我不可能及時趕到會場，除非我趕上了較找的一班火車。

Concernn.關心,關系, 關切的事,憂慮v.涉及,與...有關,影響;使關心

1.How much money I earn is none of your concern.我掙多少錢與你無關。

2.These problems concern all of us.這些問題影響到我們每一個人。

3.This restaurant is a family concern.這家飯店是由一家人經營的。

be concerned about/withvt.關心(掛念)

1.It is reassuring to be enquired after when you're ill.It shows your friends haven't stopped being concerned about you.如果能詢問一下你是何時生病的我們也就放心了。因為你的朋友一直在關心你。

2.The government's claim to be concerned about unemployment is sheer hypocrisy.政府聲稱對失業表示關注純屬做做姿態。

3.Children should be taught to share their toys.應該教育孩子們分享玩具。

as / so far as … be concerned關于；至于；就……而言

go througha.通過

1.I've gone through the elbows of my sweater.我的毛衣的肘部都磨破了。

2.He's amazingly cheerful considering all that he's been through.鑒于他經歷過的種種遭遇，他的樂天達觀令人驚嘆。go after追求，追趕go ahead前進；請說（做）吧

go by走過，（時間）過去 go along with向前，（與……）一起去

go in for愛好，從事go out外出；（燈，火）熄滅

go over越過；復習go up爬上，（價格等）上升

set down1太陽落山2.申斥(搭乘,觸地)飛機著陸3.寫下來

set upset offset out

1.The bus stopped to set down an old lady.公共汽車停下來讓一個老太太下車。

2.I'll set you down on the corner of your street.我在你說的那條街的拐角處停下來讓你下車。

3.Why don't you set your ideas down on paper?你怎么不把你的想法寫在紙上呢?

a series of一系列,一連串

1.The theory is based on a series of wrong assumptions.這一理論是以一系列錯誤的設想為依據的。

on purpose故意,有意on purposeby accident/ chance

1.He knocked the old man down on purpose.他故意把那個老人撞倒。

in order to 為了

in order that… 以便……（后跟句子）so that…以便……（后跟句子）

so as to為了……（只能置于句中，不能置于句首）

1． 他早早動身好按時到達。

He left early in order to/so as to/in order that/so that he should/would/might arrive on time.at dusk 在黃昏時刻

at dawnat midnightat noon

thundern.雷電,雷聲v.打雷,大聲喊出

1.My little dog always hides under the bed when it thunders.我的小狗一聽到打雷就藏到床底下。

2.We could hear the thunder of distant guns.我們可以聽到遠處炮聲隆隆。

3.“Get out!” he thundered.“滾出去！”他大聲吼到。

face to face面對面地shoulder to shoulderside by sidehand in hand

1.His ambition was to meet his favourite pop star face to face.他心向往之的是要面對面地見見他心目中的流行曲歌星。

2.The burglar turned the corner and found himself face to face with a policeman.盜賊一拐彎面對面地碰上個警察。

3.The two rival politicians came/were brought face to face in a TV interview.那兩個對立的政客面對面地一起接受電視訪問。

no longernot … any longer 不再no morenot…any more

settle vt.安家；定居；停留 vt.使定居，安家；解決

1).He settled his child in a corner of the compartment.他把孩子安頓在車廂的一個角落里。

2).The family has settled in Canada.這家人已定居加拿大

settle down 鎮定下來settle in 在…定居

Suffersuffer from

v.遭受,經驗,忍受

1.They suffered huge losses in the financial crisis.他們在經濟危機時遭受了巨大的損失。

2.She couldn't suffer criticism.她受不了批評。

recover from 痊愈，恢復

get/ be tired of

pack… up 將（東西）裝箱打包

get along with

vt.友好相處(和睦相處,取得進展)

1.We should let bygones be bygones and try to get along with each other.我們應當本著既往不咎的原則重新合伙。

2.He is the last person that I'll get along with.他是我最不愿與之相處的人。

3.Do you get along with your boss?/Do you and your boss get along? 你跟老板合得來嗎?

get along/on well/ nicely/ badly with 與……相處得好/不好，……進展順利/不順利

get away離開，逃離

get down to(doing)開始認真干……

get through通過，做完

gossip

n.閑聊,隨筆

v.說閑話

get down下來；寫下，取下 get over克服，擺脫get together聚集

1.There has been much gossip in political circles.政界里有許多流言蜚語。

2.I never talk about gossip.我從不傳播流言蜚語。

3.She loves to gossip to her neighbors.她喜歡議論鄰居們的是非長短。

fall in lovebe in love

vt.陷入愛河(愛上,喜愛)

1.It is natural that he should fall in love with such a beautiful girl.他愛上那位美麗的姑娘是很自然的事。

disagree vt.不同意

1).Even friends sometimes disagree with each other.即便是朋友也有時意見不一。

2).We disagreed on future plans.我們對未來的計劃產生了分歧。

disagree with sb/what sb says/sb's decision 不同意某人的觀點[某人的話/某人的決定]

be grateful to sb.for sth.因某事感謝某人

join in

參加,加入

1.We want to join in the masquerade.我們想去參加化裝舞會。

2.Can I join in(the game)? 我參加（這個游戲）行嗎?

3.I will join in the project, heart and hand.我會滿腔熱情地參加這項工程。

辨析：join, join in, take part in, attend

join，join in，join的基本詞義是“加入某個黨派或社會團體，從而成為該黨派或團體的一員”。例：

When did they join the conservation organization？他們是什么時候參加環保組織的？

join in的意思是“參加某項運動或活動”，例如參加討論、游行、罷工等。例：

More than ten thousand workers have joined in this strike．有一萬多名工人參加了此次罷工。

There were many extracurricular activities，but Peter never joined in．盡管有很多課外活動，但彼德從不參加。join表示參加組織、黨派、團體、軍隊、俱樂部等

join in表示參加游戲、活動等；join sb.(in sth.)表（和某人一起）做某事

take part in表示參與、參加討論、游行、比賽、戰斗、斗爭、運動、慶祝等

attend

主要指出席、參加會議、婚禮；聽講座、課、報告、音樂會等；上學、教堂

句型：

1)It was the first time in a year and a half that I had seen the night face to face.（從句時態用完成時）

這是我一年半以來第一次目睹夜晚。

2)I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with

nature.（強調句）

我不知道這是不是因為我長久無法出門的緣故，我變得對一切與大自然有關的事物都無比狂熱。

3)I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself.有一天晚上，我熬到11點半故意不睡覺，為的是獨自好好看看月亮一次。

4)Your friend, who doesn’t work hard, asks you to help him cheat in the end-of-term exam.（非限制性定語從句）你的一

個朋友叫你在期末考試中幫他作弊，這個朋友平常不認真學習。

5)If you have some trouble(in)getting along with your friends, you can write to the editor and ask for advice.如果你在和朋友的相處上有問題，你可以寫信給編輯向他征求建議。

6)Add up your score and see how many points you can get.把你的得分加起來，看看得了多少。

7)What he did has added to our difficulties.他的所作所為增加了我們的困難。

8)His income adds up to $1000 a month.他每月的收入共計1000美元。

9)It's no pleasure looking through these any longer because nature is one thing that really must be experienced.觀看這些已不

再是樂趣，因為大自然是你必須體驗的。

10)Why is she so concerned about his attitude to her work? 她為什么那么關注他對她的工作的看法？

11)The police asked him to set down what he had seen in a report.警察讓他在報告中寫下他所看見的事情。

12)As I was about to go out and search for him, he happened to come in.正當我打算出去找他時，他恰巧進來。

13)Mr.Jones lives alone and often feels lonely.瓊斯先生單獨一人生活，常常感到孤獨。

14)We tried to calm him down, but he kept crying.我們試圖讓他平靜下來，但他仍不停地哭著。

15)Does he dare(to)go out at night in such stormy weather? 他敢在這樣一個暴風雨夜外出嗎？

16)He would go through fire and water for his country.他愿為國家赴湯蹈火。

17)That country suffered a heavy loss in the flood.那個國家在水災中遭受嚴重的損失。

have something/ anything/ everything /nothingto do with

dare+(to)do(實義動詞)

do(情態動詞)

a year and a half

it’s no pleasure+ doing sth

happen to do sth

have trouble with sb(in)doing sth

find it + adj.+ to do sth

make friends with

it is / was + 序數詞 + that+ has done / had done….

第四篇：高中英語必修一教案unit1 1

Unit1 教學目的：Goals Talk about friends and friendship Practise talking about agreement and disagreement Practise giving advice and making decisions 教學內容：a.Talk about friends and friendship b.What do friends and friendship mean? c.What should you do to be a good friend? 教學重點：a.Talk about friends and friendship.教學難點：Understand the real meaning of friends and friendship.教學課時：2 教學過程：

a.Fast reading.b.Dealing with comprehension questions.c.Discussion.d.Student-centered vocabulary learning.一、復習發音口訣表。學習第一單元的單詞。

二、新課

Step I Leading in As this is the first class of a new term, teacher can lead the Ss to think of making new friends in the strange school.T: Welcome to our school, everyone.You have a new school, new teachers and new classmates.Would you like to make new friends with each other? S: Yes, of course.T: Very good!Step II Warming up

First, ask each student to make the survey by filling the form and choose the answers.Teacher shows the scoring sheet to them, add up their score and see how many points they can get all by themselves.Second, teacher shows the instruction.Get the Ss to judge which grade they belong to according to their points and decide if they are good friends or not by themselves secretly.Third, they’ve known how well they treat their friends and what they should do to be a good friend themselves.T: Do you have any friends? S: Yes, I do.I have made a lot of friends.T: Are you good to your friends? S: Yes, of course.T: We always think we are kind to our friends.But in fact, we are not quite sure if we are considerate enough? Now let us make the following survey.First, please choose the answers all by yourselves.The Ss are choosing the answers.T: Are you finished? Ss: Yes.T: OK, I’ll show you the scoring sheet on the screen.Please fill in the following form quickly.Add up your scores and see how many points you can get all by yourselves.Are you clear? Ss: Yes, sir / madam.Show the following form and the scoring sheet on the screen.作業

Retell the text using about 100 words.課后拓展 1.Description of your unusual friend.2.How do you become friends? 3.How do you get along with each other? 教學反饋：Description of your unusual friend.

第五篇：unit1教案

Unit 1 My name is Gina.Learning Objectives

一、Topics（話題）:

Making new friends

二、Functions(功能)1.Introduce yourself 2.Greet people

3.Ask for and give telephone numbers

三、Structures(結構)1.Present tense to be 2.What question 3.Yes/No questions and short answers 4.Possessive adjectives my, your, his, her

四、Target Language(目標語言)What’s your name? My name is Gina.Hello, Gina.I’m Ms.Brown.Nice to meet you!Are you Helen? No, I’m not.I’m Gina.What’s your telephone number? It’s 281-9176.五、Vocabulary（詞匯）

name,telephone/phone, number, your, his, her, he, she, yes, no, first, last Numbers 0–9

first/last names, middle school

六、Skills(技能)Listening for key information Scanning in reading

七、Recycling（復習鞏固）Good morning!Hi/Hello!my, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen.八、教材分析

本單元以greeting和introduction為話題，共設計了三個部分的內容。旨在通過本單元的教學使學生學會如何用英語介紹自己的名字、如何詢問對方的名字、如何使用簡單的招呼語以及詢問和回答電話號碼。

Section A 如何介紹自己的名字和詢問對方的名字，學會使用簡單的問候語。1a, 1b, 1c主要是學習詢問名字和簡單的問候語。2a, 2b, 2c, 2d繼續學習詢問名字的句式和問候語。

Grammar focus,3a, 3b, 3c主要是學習介紹他人的名字的方法。Section B 學會詢問和回答電話號碼。

1a, 1b, 1c, 1d, 1e, 1f學會詢問和回答電話號碼。

2a, 2b, 2c學會family name, first name, last name的區分。

Self Check 3a, 3b檢測本單元所學的知識，學會用英語介紹自己的名字和詢問對方的名字及電話號碼。

九、學情分析 新學期剛開學，認識新同學，結識新朋友是必不可少的一個過程。老師記住每一位新同學并給他們取一個英文名字，是他們非常樂意的事情，老師一定要抓住這個機會，講清取英文姓名的學問，縮短與學生的距離。

十、課型設計與課時分配

Period 1 Listening and speaking（Section A: 1a, 1b, 1c, 2a, 2b, 2c, 2d）Period 2 Target language structures

（Section A: 3a, 3b, 3c）Period 3 Listening and speaking（Section B: 1a, 1b, 1c, 1d, 1e, 1f）Period 4 Reading and writing（Section B: 2a, 2b, 2c, 3a, 3b）Period 5 Self Check

The First Period(Section A, 1a–2d)

Teaching aims（教學目標）

1．學會問候他人

2．學會如何做自我介紹, 認識新朋友，并正確稱呼他們的英文名字 3．從對話中學會獲取更多他人的基本信息 5．初步學會使用部分形容詞性物主代詞 Language points（語言點）

1.要求掌握以下句式：

What’s your/his/her first name? What’s your/his/her last name?

2．要求掌握以下詞匯：

first name, last name, family name, given name, boys and girls 1．要求掌握以下句式：（1）— What’s your name?

— My name is …（2）— Hello!I’m Mary.— Hi, Mary!I’m Jim.Nice to meet you.（3）what’s ＝ what is;I’m ＝ I am;name’s ＝ name is 2．要求掌握以下詞匯：

（1）生詞：name, clock, am, nice, meet, what, hello（2）人稱代詞和形容詞性物主代詞：I, you, my, your, his, her（上述數詞和部分形容詞性物主代詞本應在第二和第三課時中出現，但可以在第一課時中非正式出現，給學生初步的印象，為后面的學習作鋪墊。）Difficulties（難點）： 本課難點是大量的人名和形容詞性物主代詞，而學生在描述時容易混淆男名和女名，在運用代詞時容易錯用人稱代詞和物主代詞。Teaching steps（教學步驟）Lead in:

Good morning/afternoon，everyone!Last week, we finished the first part of this English book － Starter Units 1–3.We have finished studying all the English letters and some very useful sentences.I believe you remember what we learned.Shall we review them first? 【教學設計說明】新學期剛開學，認識新同學，結識新朋友是必不可少的一個過程。老師記住每一位新同學并給他們取一個英文名字，是他們非常樂意的事情，老師一定要抓住這個機會，講清取英文姓名的學問，縮短與學生的距離。

Step 1: Warm-up and revision（課堂熱身和復習）1.Play the recording, enjoy the ―ABC‖ song or the ―Good morning!‖ song from the Starter Units, and get the Ss to sing together.2.Warm greetings to the Ss.T: Hello!/Hi!S: Hello!/Hi!

T: You are very beautiful/cool/… S: Thank you.3.Presentation（呈現新知識）

T: Hello!My name is Lily.What’s your name?

S:(引導學生回答)My name is Tom.T: It’s a good/nice name.I like your name.【教學設計說明】

1．在課前放一段學生熟悉的英文歌曲，渲染學習氣氛。在輕快的音樂中學習,使學生更樂學。

2．跟學生熱情地打招呼，贊美學生，盡快縮短師生之間的距離。如學生未能理解，可用漢語補充解釋。

3．教師重復兩遍這兩句話，然后板書my/your/what’s在黑板上，并在與學生交流的時候加重my/your的語音，突出這兩個單詞。

4．教師要及時表達對學生名字的欣賞。Step 2.Work on 1a（完成1a）

T: Now, let’s look at today’s new unit.Unit 1－My name’s Gina.Please open your books and turn to page 1 and look at activity 1a.1．Look and find

Please look at the picture in activity 1a.Can you write down the names in the picture? Please write down the English words you know on the blanks.2．Read together

T: How many names do you know? Can you share them with your partners? Please read them together and tell them the spellings.For example: Gina, G-I-N-A.T: Let’s write down some names on the blackboard.If you want, you can write down your English name.Let’s read the words on the blackboard together.3．Ask and answer(pairwork)Have Ss work in pairs.One asks and the other answers.Then change partners.【教學設計說明】On the first day of class, some students will meet some new classmates and make new friends.Some of them won’t know each other.They will introduce themselves informally before or after class.They will use first names to greet each other.Give an example to tell Ss how you would like to be addressed in the classroom.In English-speaking countries, teachers are addressed by Mr., Miss, Mrs., or Ms.and their last names.Lastly, try to give each S an English name if possible.Step 3.Work on 1b（完成1b）

1.Listen and number the conversations from 1 to 3 a.Listen to the recording for the first time.b.Number the conversations from 1 to 3 while you listen to them for the second time.2．Check the answers T: Let’s check the answers.3．Read

a.T: I would like you to read the conversations together.b.T: Would you please read them in pairs? c.T: Who would like to read them to the class?

4．Explain

a.T: Do you know what the conversations mean? Yes, they are greeting each other.b.T: How about ―I’m Mary.‖ and ―My name’s Jenny.‖? Yes, they are common ways of introducing yourself.(我們剛才讀的對話一方面是打招呼，另一方面是介紹自己。請同學們掌握這兩種簡單的介紹自己的方式：I’m...和 My name’s...)【教學設計說明】

Have Ss look at the picture as they listen to each conversation.Have them write the correct number of each conversation in the boxes.If necessary, have them listen to the conversations again and again.Check the answers by asking volunteers to read each conversation and say the number.Step 4.Work on 1c（完成1c）

T: Practice the conversations above with your partner.Then greet your classmates.a.T: Would you please greet other students in class?

b.T: In Starter Unit 1, we learned some English names and everyone got one English name, remember? I would like you to greet other and introduce yourselves using your English names.c.T: Now, could you please present your conversations for the class? Who would like to have a try first? 【教學設計說明】Have Ss form pairs and practice the conversations in the picture.Walk around the classroom to monitor their work.Have Ss introduce themselves using the conversations as a model.Have Ss mingle and practice the conversations.Invite volunteers to role-play their conversations for the class.1.引出另一種表達方式I’m / name’s，教師板書這兩個詞。同時讓學生學會初次見面說Nice to meet you.并且彼此握握手，告訴他們這是一個禮節，在美國很普遍。新句型的出現需多遍重復，加深學生的印象。

2．有部分同學沒有英文名字，為了便于后面的交流，通過有趣的游戲，讓他們在活動中獲得獎賞。也可以讓他們回答一些簡單的問題來得到選名字的機會。同時鞏固前面的句型。

3． 把圖上的東西在實物投影儀上放大，或者課前畫一些簡筆畫。使圖像更清晰、直觀。

Step 5: Section A 2a

1．Listen to the conversations and number the pictures 1 to 4 a.T: Let’s move to activity 2a now.Let’s look at the four pictures.Can you tell me what is happening in the pictures?

b.T: Yes, the people are greeting each other.Now let’s listen to the recording and number the pictures from 1 to 4.But for the first time, please just listen.c.T: Now let’s listen to the conversations again and try to number them.Are you ready? Go!

2．Check the answers

T: Do you have the answers? Who would like to tell us the answers? Answers: Picture 1 = Conversation 3

Picture 2 = Conversation 1

Picture 3 = Conversation 2

Picture 4 = Conversation 4

【教學設計說明】Ask Ss to look at the pictures and describe the setting.If they can, ask them to guess what the people are saying.Tell the Ss they will hear four conversations.Have them number the pictures.Have Ss work in pairs to correct their answers.Answer any questions.將四段對話讓學生跟讀一遍，為下一步的同桌活動做準備。教師要特別強調語音語調的模仿。可以先全班跟讀，再讓學生個體跟讀。Step 6: Section A 2b

1．Listen and circle

T: Listen to the conversations again and circle the names you hear.2．Check the answers

T: Finished? Let’s check the answers.3．Read the tape script

a.T: Let’s read the conversations.Please look at the tape script and read them together.b.T: I would like you to read them in pairs.c.T: Who would like to read them for the class?

【教學設計說明】Have the Ss listen to the recording again and circle the names they hear.Invite volunteers to read the conversations to check the answers.Step 7: Section A 2c

1．Read

a.T: Let’s move to the activity 2c.There are two conversations in 2c.Please look at them.What are they about?

b.T: Yes, they are about greetings and introductions.Could you please read them? 2．Practice

a.T: Let’s practice the conversations in pairs.Please use your own names and if you can use your English names, it will be better.b.Who would like to present their conversations to the class? 3．Task 1－They are my friends.T: Let’s try to perform a task －They are my friends.I will give you a chart.Could you please greet your friends in class and write down their Chinese and English names in the chart? Please use the first conversation in 2c.I will give you two minutes and let’s see who greets the most friends.Example: Hello!What’s your name?

My name’s...and my English name is...I’m...and my English name is...Nice to meet you!

4.Task 2－I want to have more friends.T: Just now, we finished task 1 and you have some friends’ names in your chart.Now let’s do task 2.Please ask your friends about others’ names and fill in the chart.Example: What’s his(her)Chinese name?

His(Her)Chinese name is...What’s his(her)English name?

His(Her)English name is...【教學設計說明】Organize Ss into pairs.Have them use the conversations to guide them to talk about themselves.1．播放磁帶, 訓練學生準確獲取信息的能力，同時檢測一下學生對新句型的掌握情況。如有需要，教師可播放磁帶兩遍,播放之前，向學生講清練習聽力的步驟。聽完檢驗答案后，有必要以大組為單位重復操練一下這三組句型。

2．在學生兩人小組進行對話時，教師可在教室不同的位置走動，聆聽同學們的對話，及時肯定他們的進步，并在他們需要的時候提供幫助，糾正不正確的語音語調。Step 8: Section A 2c Invite volunteers to role-play their conversations for the class.Motivate them by offering bonus points or rewards to volunteer students.【教學設計說明】為活躍英語課堂氛圍而進行的活動。為了復習第一課時的句式，教師可帶上面具以新面孔出現，與學生進行仿真交流。教師與多個學生進行交流，進一步熟悉同學，并且給學生多種激勵性的評價。從guessing game中引出What’s his/her name? His/Her name is …。讓學生利用名人的圖片來進行猜測，熟練新的句式。同時板書What’s his/her name? His/Her name is …對有能力的同學，鼓勵使用更多的句式來表達。Is he/she …? I think he/she is … I think his/her name is … Step 9: Summarize

Let’s summarize what we learned in this period.Step 10: Homework（課后作業）

1．Oral work:

(1)Listen to1a, read and recite it.(2)Go on making up your dialogues with your partner.2．Written work:

(1)Finish the corresponding Workbook pages.(2)Copy the tape scripts of activity 2a and 2b.3.Bring some photos to school.準備若干親友的照片，若干生活中常用電話號碼的圖片（急救、報警、火災等）為下節課準備。

The Second Period(Section A, 3a–3c)

Teaching aims（教學目標）

1．掌握常見基本英文姓名的讀法；

2．幫助學生比較中英文姓名的不同之處，通過了解中英文名字的區別，培養和提高學生對中外文化差異的敏感性和鑒別能力，加深對本國文化的理解和認識，培養學生的世界觀意識，以及初步的跨文化交際能力。3．制作本人的ID card Language points（語言點）

1.要求掌握以下句式： What’s your/his/her first name?

What’s your/his/her last name? 2．要求掌握以下詞匯：

first name, last name, family name, given name, boys and girls Difficulties（難點）：

比較中英文姓名的不同之處和中西方文化的差異。中英文姓名的區別，男女姓名的區別和排列順序。

Teaching steps（教學步驟）Lead in:

T: Last class, we learned the ways of asking others’ names.Do you still remember how to ask that? OK.Let’s review it first.Step 1: Warm-up and revision（課堂熱身和復習）

1.Daily greetings to the students（日常問候）T: Good morning, boys and girls.My name is Ms.Wu.What’s your name, please? S: My name is Tom.T: Hello, Tom.Nice to meet you.S: Nice to meet you, too.T: And what’s your name? S: My name is … 2.Revision（復習）

T: Excuse me, what’s her name, please? S: Her name is Jenny.T: What’s his name? S: His name is Tony.T:(老師根據學生回答給出多種評價。)My name’s ___.Your name is _____.His name is _____.Her name is ______.3.Presentation（呈現新知識）

（1）T:(從復習中引出)So, we are friends now.You are Wang Ping, Zhang Xiao-dan.T: Now, look at these pictures.We have some famous persons here.Do you know their names?(展示幾張外國名人的圖片。)

(Bill Gates, George Bush …)

T: Bill Gates.Bill is his first name.Gates is his last name.For Zhang Xiao-dan, Zhang is her last name and Xiao-dan is her first name.【教學設計說明】

1．這個問題是為了操練日常用語及對姓名的提問法；同時為這堂新課的學習做好鋪墊。建議讓多個Ss作答。鼓勵他們大膽開口。然后再由同學間交流，并請同學表演。可以采用―連珠炮似的提問‖（老師提問，學生迅速反應）和―連鎖操練‖（學生任意提問或排頭開始一一提問至排尾）方法。教師在操練期間板書這些詞。

2．此問重點操練his, her, my, your這幾個物主代詞的用法及英文名字的使用。建議教師用夸張語調重讀這些詞并用彩色粉筆板書。

3．該問題在操練時可以允許學生用自己的漢語名字也可以用自己在前。Step 2: Grammar Focus

1．Read

T: Read the sentences in the grammar box.2．Point out the notes about contractions(縮略形式)

T: What can you see in the right column in the grammar box? Yes, we can see that ―i‖ disappears in the ―What’s and name’s‖ and ―a‖ disappears in ―I’m‖.This is called contractions.(了解縮略形式What is = What’s，I am = I’m等)。

3.On the blackboard, make a two-column chart of the pronouns.Have Ss fill in the correct form of the verb ―to be‖.Have Ss copy the chart into their notebooks.4.Write an affirmative statement on the board.Have a S go to the board and write a statement with ―to be‖.Ask another S to write a what-question for the answer.【教學設計說明】Have Ss read the questions and answers silently.Call the students’ attention to the contractions.Explain that in speaking we almost always use the contracted form.The full form is correct, but it sounds too formal in everyday interactions.Step 3: Section A 3a

1．T: Put the words in order to make conversations.Then practice them.2．Explain what ―first name‖ and ―last name‖ mean

The first name is the given name and the last name is the family name.And in English the first/given name is in front of the last/family name, which is different from Chinese names.英文中的名字分為名和姓，其中名在前，姓在后，這和中文名字完全不同。請同學們注意。

【教學設計說明】Have Ss ask each other their first and last names.Have them use： What’s your first name? or What’s your last name? Have them write a list of their classmates’ names.1.幾堂課中取的英語名字。教師有意識地寫下一些名字在黑板上。可以寫一兩個學生的中文姓名在黑板上。再把幾個外國名人的名字也寫在黑板上，目的是為了進行對比。English names vs.Chinese names

2．教師板書first name, last name并請學生跟讀。學生的反應可能較慢，講解時需要教師放慢語速，并重復此問題。可給中文幫助學生理解。

3.請同學回答，注意正確性；同桌和四人組互問。4.false front指面具，事先應做好準備。

5.可以做好課件將姓名展示給學生。要求掌握基本英文名字的讀法。

6．介紹一下美國的十大姓氏。在美國，萬人以上的大姓有三千多個，其中最大的姓氏是Smith及十大姓氏的排列。

7．可以讓一部分同學問，一部分同學回答。

8.英文姓氏趣味性：有些是由表示地名，面貌，環境特征，顏色身份或職業的詞演變而來，如Brook(小溪)，Hill(小山)，White(白色),Smith(鐵匠)等。Step: Section A 3b

1．T: Complete the conversation and practice is with your partner.2．Have Ss read the sentences and fill in the blanks.3.Monitor their progress, making suggestions to raise their awareness about the language.4.Write the correct answers on the board and have Ss check their answers.【教學設計說明】Tell Ss they may also discuss the answers with their classmates first before completing the conversation.Step 4: Section A 3c

1．Read

T: Now let’s play a game.It’s about our English names.It’s very easy and please try your best to remember your friends’ names one by one.Let’s read the example in activity 3c on page 3.2．Practice in groups

T: Can you understand how to play this game? OK.Please work in groups.Six students form a group.I will give you several minutes to practice in groups and then you will perform for the class.3．Perform for the class

T: Let’s play this game in front of the class.And let’s see which group is the fastest without making mistakes.4.Tell Ss to look at their classmates and try to remember their names.Invite volunteers to stand and report their classmates’ names.Have them say: My name is...His name is...or Her name is...or Their names are...【教學設計說明】Ss will play a game to learn each other’s names.The rules of the game are: I say my name.The person next to me says his/her name and mine.The third person says his/her name and the previous person’s names.The game continues until everyone has said their names.注意：

1.可以玩“姓名接龍”游戲（以前一名字的末字母為后一名字的首字母來接名字。2.幫助學生比較中英文姓名的差異；特別是男女名字的差別，了解中西文化的差異。可列舉一些常用的男子名和女子名。讓學生盡可能說出所記得的英文姓名并給與評價與獎勵。

3.小組活動。盡量復述前面同學的話，多練習名字和物主代詞的用法

4．這練習主要對所學內容的進一步鞏固。練習詢問名字和不同的人稱代詞的用法。使所學句型生活化。

5.因為前面已經兩人組或四人組的形式進行了交流。這個游戲可以處理為全班性的活動來進一步拓展。學生可以離開座位找朋友，作自我介紹、互相認識和介紹他人，也可以找老師交流。目的是讓語言真正生活化，自然化。并且培養學生大膽應用英語來鍛煉自己的英語口語能力和交際能力。Step 5: Summarize

Let’s summarize what we learned in this period.Step 6: Homework

Read the English names in 3a.